A mixed-methods study examining classroom observation scoring and teacher followership in the Network for Educator Effectiveness (NEE) system
No Thumbnail Available
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
Public schools in the United States utilize a variety of teacher evaluation processes, including state-mandated and university-developed systems (Aragon, 2018; Sawchuk, 2015). In 2011, the University of Missouri piloted the Network for Educator Effectiveness (NEE), a teacher evaluation system that, as of 2023, is broadly utilized across the Midwest. Within the NEE system, principals score classroom observation indicators using a 0-7 scale and provide post-observation feedback to teachers. The purpose of this mixed-methods study was to examine the relationship between NEE classroom observation scoring and teacher followership related to principal feedback. A survey related to NEE scoring and followership was given to teachers at seven NEE high schools in Missouri. Interviews were conducted with eight teachers to gather additional insight on followership and adult learning. Findings indicated a statistically significant difference between levels of followership for different NEE observation scores. Qualitative responses from the survey and interviews resulted in several themes related to followership in connection to low, mid, and high NEE scores. Themes were connected to tenets of adult learning, including self-evaluation, importance of goals, and opportunities/barriers. Recommendations for leaders at NEE included providing flexibility for classroom observation scoring, increasing emphasis on feedback in principal training, and encouraging principals to limit the use of scores of 7.
Table of Contents
PubMed ID
Degree
Ed. D.